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SUMMARY:James Tanton (G’Day Math)
DTSTART:20260324T160000Z
DTEND:20260324T170000Z
DTSTAMP:20260423T004733Z
UID:ESME/63
DESCRIPTION:Title: <a href="https://researchseminars.org/talk/ESME/63/">Fr
 actions Are Hard!</a>\nby James Tanton (G’Day Math) as part of Online Se
 minar On Undergraduate Mathematics Education\n\n\nAbstract\nThe school cur
 riculum is shaped by a fundamental tension: while much of mathematics is m
 otivated by real‐world intuition\, the mathematics that emerges ultimate
 ly outgrows any single model that inspired it. Fractions sit squarely in t
 his tension\, and it is never fully resolved in the curriculum. Students f
 irst meet fractions as commands—circle a third of the kittens—and then
  as concrete parts of a whole—a third of a pie. Fractions are not number
 s per se until we place them on the number line and suggest that they are.
  Questions about multiplication and division\, then pull us back toward re
 al‐world thinking—“of means multiply\,” portions of portions\, and
  the area model—further blurring what a fraction seems to be. Where do s
 tudents land after all this on what a fraction is and why its arithmetic w
 orks? No wonder so many students reach high school and college mathematics
  disliking\, or even hating fractions. Let’s see if we can turn that aro
 und!\n\nZoom link: https://cornell.zoom.us/j/92415199317\n\nZoom Link Pass
 word: olsume\n\nFor more information on OLSUME: https://olsume.org/\n
LOCATION:https://researchseminars.org/talk/ESME/63/
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